KNOWLEDGE AND DIDACTIC APPROACH OF GIFTED PEOPLE
KNOWLEDGE AND DIDACTIC APPROACH OF GIFTED PEOPLE

Summary/Abstract: A first step in approaching gifted people is to identify them, and this aspect was the factor that led to the initiation of this study. The next step after a first identification is the specific knowledge itself to build a proper interaction. Such an approach was carried out through the analysis of our own experience in university education, in particular, in the psycho-pedagogical training for the teaching profession, an activity, in which we had the opportunity to meet adults who have obvious characteristics of high endowment in terms of intellectual capacities and learning performances. Essentially, our article includes four case studies that bring to the fore how giftedness manifests itself in adult students, with different study paths and life contexts. The data presented were corroborated with an overall analysis of the results of the academic activity of these people, as past or present results, necessary to establish which are the differentiated and appropriate teaching approaches. The learning behaviours characteristic of gifted people include in-depth treatment of tasks, reveal links among the invoked experiences, include personal reflections, work in variants and are oriented by long-term interests. The results obtained show that, through approaches favourable to self-knowledge, by stimulating group interaction, adult learners with giftedness can realistically appreciate their potential, give up perfectionism, convergent, constructivist channel their critical-creative interventions in academic learning.

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